The authors examined knowledge, interest, and strategic processing profiles within special education for 4 educational communities. Participants included undergraduates not majoring in special education and undergraduates, graduate students, and faculty from special education. Cluster analysis tested whether participants would exhibit the knowledge, interest, and strategic processing profiles expected for individuals at various stages of expertise. The Model of Domain Learning (MDL) was the theoretical framework for data interpretation. Results provided strong support for the MDL. Specifically, 4 clusters emerged from the data. Clusters (i.e., Acclimation, Early Competence, Mid-Competence, and Proficiency) were statistically distinct with regard to the external criterion, domain-specific analogical reasoning, and in relation to clustering variables. Implications for developmental models of expertise and for educational practice are considered.